scholarly journals Reflective practice and the role of transformational learning in healthcare

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Richard Hovey ◽  
Steven Jordan ◽  
Christophe Bedos ◽  
Charo Rodriguez ◽  
Nareg Apelian
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Healthcare Providers ◽  
Instrumental Learning ◽  
Opportunity To Learn ◽  
Learning Theories ◽  
Reflective Dialogue ◽  
Adult Learning Theories ◽  
Transformational Learning Theory ◽  
New Knowledge

Among possible adult learning theories, transformative learning emerged in the 1990’s with the aim to provide learners an educational experience consistent with the purpose of changing perspectives. Transformational learning theory provides the opportunity to learn, confront, engage and reflect on the possibility of learning through changes in perspective and to explore new meanings, roles, relationships and actions contained within it.Perspective transformation is, therefore, not only intended to create ownership of new knowledge, but its re-integration into new or re-configured ways of everyday living. The readiness to apply new knowledge is triggered by confronting an event, or mode of thought, that moves individuals from experiencing knowledge as a series of facts disconnected from their meaning and context into a relevant context, or one that has a different significance for the learner. New understanding requires that learners assess the meanings behind words, the coherence, truth and appropriateness of what is being communicated as well as the truthfulness, credibility and authenticity of the presenter. Unlike focusing only on instrumental learning in which logical problem solving and inquiry dominate, transformative learning entails the use of metaphor, analogies and reflective dialogue so that learners revise their interpretations of knowledge. In these ways transformative learning might help healthcare providers to change their frame of reference and perceptions to accommodate new and different ways of learning and engaging within a multidisciplinary clinical team. 

Connecting Spiritual Formation and Adult Learning Theory: An Examination of Common Principles

2017 ◽  
Vol 14 (2) ◽  
pp. 247-269 ◽  
Author(s):  
Christopher B. Beard
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Christian Education ◽  
Spiritual Formation ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Learning Theories ◽  
Adult Learning Theories

In the realm of Christian education, the topic of adult spiritual formation has been broadly considered from the philosophical, theological, and practical viewpoints in order to aid spiritual formation practitioners in the design and execution of spiritual formation endeavors. Paralleling this body of literature is the vast topic of adult learning theory, examining the various ways adults learn. While the two disciplines seem to have potential commonalities, few works overtly identify them. The purpose of this article is to demonstrate connections between principles of spiritual formation and principles of adult learning theory found in the literature that have not previously been articulated, focusing on missional spiritual formation and the adult learning theories of andragogy and transformative learning.

Dialogue Journals and Transformational Learning

2014 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Yolanda Nieves
Keyword(s):  
Community College ◽  
Transformative Learning ◽  
Transformational Learning ◽  
Latino Students ◽  
Developmental Reading ◽  
Learning Experience ◽  
Self Awareness ◽  
Dialogue Journals ◽  
Critical Writing ◽  
Transformational Learning Theory

This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-awareness in students, the students and professor “talk-back” to each other through dialogue journals. The complexities of discourse, culture, and individuation or resistance to it are revealed.

Brand Stories: Transformative Learning Through Digital Brand Storytelling (DBS)

2020 ◽  
pp. 109804822094851
Author(s):  
Sarah Fischbach ◽  
Veronica Guerrero
Keyword(s):  
Transformative Learning ◽  
Transformational Learning ◽  
Learning Experience ◽  
Brand Attitudes ◽  
Brand Relationships ◽  
Pedagogical Approach ◽  
Transformational Learning Theory ◽  
Personal Brand ◽  
Study Results ◽  
Video Reflection

The purpose of the study is to explore how the digital brand story assignment creates a transformative learning experience for students. This study involves assessing the levels of learning according to Mezirow’s transformational learning theory through the development of digital brand stories. The authors have tested the Digital Brand Storytelling (DBS) video reflection assignment across two universities providing students the opportunity to meaningfully reflect on their brand relationships as part of their own personality. Study results showed that the DBS gives students an increased understanding of how brands influence their personal purchasing habits and increased awareness of the brands they purchase. Results of the study demonstrated that this assignment allows faculty to assess learning in courses where the DBS is applied toward the transformative pedagogical approach. The DBS requires reflection and articulation of personal brand attitudes, perceptions, and consumption behaviors. Guidance for course implementation is provided for educators to modify and implement in their courses.

Connecting theory and practice: reviewing six learning theories to inform online instruction

2020 ◽  
Vol 44 (4/5) ◽  
pp. 321-339 ◽  
Author(s):  
Earl Brieger ◽  
Vishal Arghode ◽  
Gary McLean
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Online Instruction ◽  
Theory And Practice ◽  
Learning Theories ◽  
Instructional Designers ◽  
Proximal Development ◽  
Content Type ◽  
Adult Learning Theories

Purpose The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction. Design/methodology/approach The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article. Findings The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning. The discussed theories suggest ways to improve online learning environments. Research limitations/implications Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction. Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations. Practical implications This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction. Originality/value This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction.

scholarly journals Social innovation education: towards a framework for learning design

2015 ◽  
Vol 5 (4) ◽  
pp. 383-400 ◽  
Author(s):  
Bethany Alden Rivers ◽  
Alejandro Armellini ◽  
Rachel Maxwell ◽  
Sue Allen ◽  
Chris Durkin
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Transformational Learning ◽  
Social Innovation ◽  
Methodological Approach ◽  
Learning Theories ◽  
Learning Design ◽  
Content Type ◽  
Transformational Learning Theory ◽  
Proposed Model

Purpose – The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes. Design/methodology/approach – By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design? Findings – Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane. Research limitations/implications – The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities. Practical implications – Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education. Originality/value – The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.

Shifting Roles in Continuous Advising Sessions

Relay Journal ◽  
2019 ◽  
pp. 69-72
Author(s):  
Huw Davies ◽  
Robert Stevenson ◽  
Isra Wongsarnpigoon
Keyword(s):  
Learning Process ◽  
Transformational Learning ◽  
Learning Trajectory ◽  
Learner Readiness ◽  
Linguistic Support ◽  
Reflective Dialogue ◽  
Open Mind ◽  
To Receive

It is common for learning advisors to receive a request such as conversation practice or simple linguistic support in our institution simply because learners find them accessible and friendly. Although this may not be the usual role of a learning advisor, it can be the beginning of a long-lasting reflective dialogue. Learning advisors are aware that the learners’ initial interest is not necessarily an opportunity for reflection on their learning process. Nevertheless, they also acknowledge the fact that learner readiness for reflection varies depending on the learner. Thus, while advisors appear to be “conversation partners” at first, they endeavor to create reflective dialogues by incorporating advising strategies in each session. As the learning trajectory that the learner follows is not always straightforward, keeping an open mind and engaging in each advising session is crucial. The following stories depict the importance of openness to learners’ needs and maintaining continuous advising sessions in order to generate transformational learning.

scholarly journals Peer mentorship and transformational learning: PhD student experiences

2014 ◽  
Vol 44 (1) ◽  
pp. 52-68 ◽  
Author(s):  
Jane P. Preston ◽  
Marcella J Ogenchuk ◽  
Joseph K Nsiah
Keyword(s):  
Transformational Learning ◽  
Educational Administration ◽  
Graduate Program ◽  
Personal Data ◽  
Formal Structure ◽  
Student Experiences ◽  
Great Capacity ◽  
Peer Mentorship ◽  
Transformational Learning Theory ◽  
Human And Social Capital

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was unique. Through narrative inquiry, we present personal data and apply concepts of transformational learning theory to analyze our experiences. Our key finding was that it was the ambiguous boundaries combined with the formal structure of our graduate program that created an environment where peer mentorship thrived. We conclude that peer mentorship has great capacity to foster human and social capital within graduate programs for both local and international students.  

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

The Role of Instructional Design in Transformative Learning

2020 ◽  
pp. 58-74
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

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